|
dynamics
|
In
dance, how dance is performed including weight, force, energy and movement
qualities. In music, how music is performed including volume, energy and
intensity..
|
|
elements of
dance
|
Space, time,
dynamics and relationships.
|
|
elements of
drama
|
Role and
character, relationships, situation, voice, movement, focus, tension, space,
time, language, symbol, audience, mood and atmosphere.
|
|
elements of
media arts
|
Composition, time,
space, sound, movement and lighting.
Also known as technical and symbolic elements.
|
|
elements of
music
|
Rhythm, pitch, dynamics and
expression, form and structure, timbre, and texture.
|
|
expressive
skills
|
In Dance,
the use of facial expression to communicate in performance. In Drama, the use
of facial and vocal expression to communicate in performance. In Music, the
use of elements such as dynamics combined with technical skills to enhance
performance
|
|
fundamental
movement skills
|
The fundamental movement skills to be
developed include: locomotor
and non-locomotor skills – rolling, balancing, sliding, jogging, running,
leaping, jumping, hopping, dodging, galloping, skipping, bouncing, throwing,
catching, kicking, striking. In years 5-6 students extend their use of various
combinations of fundamental movement skills and technical skills, developing
competence, body control and accuracy.
|
|
ideas
|
In this
course the word has an open meaning and can be interpreted as understandings,
thoughts, notions, opinions, views or beliefs. In Dance, movement that is
created spontaneously, either free-form or highly structured. In Drama, a
spontaneous enactment taking on roles and situations to create dramatic
action and extend an idea; usually short and are structured into a complete
little play. In Music, spontaneously extending and varying music ideas in
response to initial material or responses invented by other performers in an
ensemble.
|
|
improvisation
|
Spontaneous,
creative activity applying the elements of an art form.
|
|
locomotor
movement
|
Travelling movements,
movement from one space to another such as walking, running, hopping,
skipping, leaping or crawling.
|
|
non-locomotor
movement
|
Movement of
the body occurring above a stationary base, on the spot movements. Also
called axial movement. For example, bending, stretching, twisting, shaking,
bouncing, rising, sinking, pushing, pulling, or swinging and swaying
|
|
materials
|
Physical
resources, equipment including technologies, and information used to make
artworks. For example, paint, digital camera, pencil, drum and/or clarinet.
|
|
media
representation
|
The act of
representing people, places and times, shared social values and beliefs
through images, sounds and text, or a combination of these. The
representations are a constructed reality.
|
|
media
technologies
|
The tools
and processes which are essential for producing, accessing and distributing
media.
|
|
movement
|
In Drama,
using facial expression, posture and action expressively in space and time to
create roles, situations, relationships, atmosphere and symbols. In Media
Arts, the way the eye discovers images or text; the suggestion of movement
through sound.
|
|
movement
vocabulary
|
The accumulation of movement, steps, gestures that make
up a repertoire for physical expression of feelings or ideas.
|
|
perform
|
Enact or stage
a presentation for an audience.
|
|
pitch
|
In Music,
the relative highness or lowness of sound
|
|
practise
|
Regularly revising, developing and
consolidating skills, techniques and repertoire as a class or as an
individual.
|
|
present
|
To show for
others to scrutinise or consider.
|
|
represent
|
Use words,
images, symbols or signs to convey meaning.
|
|
rhythm
|
In Dance,
combination of long and short movements. In Music, combinations of long and
short sounds that convey a sense of movement subdivision of sound within a beat.
In Media Arts, a technique or effect achieved in editing.
|
|
role-play
|
To pretend
to be someone else.
|
|
safe dance
practices
|
Can be
defined as the practice of selecting and executing safe movement. The focus
is on providing dance activities and exercises which allow students to
participate without risk of injury. All dance movement should be performed
relevant to an individual’s body type and capabilities.
|
|
space
|
In Dance,
where the body moves, including level, dimension, direction, shape, active
space, positive space, negative space, planes, pathways, general space,
personal space and performance space. In Drama, the space of the performance
and audience, fictional space of the dramatic action and the emotional space
between characters. In Media Arts, the distance and relationship between
objects, sounds or text or the depiction of place.
|
|
stimulus
|
A thing or event that
evokes a reaction and
arouses activity or energy in someone or something; a
spur or incentive
|
|
symbol
|
In Drama, associations that
occur when something is used to represent something else to reinforce or
extend dramatic meaning
|
|
technical
skills
|
Combination of
proficiencies in control, accuracy, alignment, strength, balance and
coordination in an art form that develop with practice: In Dance,
proficiencies developed through the acquisition of appropriate strength,
flexibility, coordination and endurance in the performance of body actions,
locomotor and non-locomotor movements, and developed with practice to perform
in specific dance styles. In Music,
proficiencies developed with practice in order to sing or play instruments.
|
|
text
|
The means
for communication. Their forms and conventions have developed to help us
communicate effectively with a variety of audiences for a range of purposes.
Texts can be written, visual, spoken or multimodal and in print or
digital/online forms.
|
|
types of
communication
|
Verbal,
non-verbal and written
|
|
visual
elements
|
Include
line, colour, shape, texture, space and form found in artworks, and
incorporated in the design of performance spaces (including sets) for dance
and drama.
|
TASC - Preliminary Level Courses - Issuing Qualifications.PDF